Abstract
This study investigated the effectiveness of an academic strategy identification procedure that incorporated structural analysis techniques in a special education classroom. The procedure assessed the effectiveness of three academic strategies based on the results of individualized assessments for three boys with emotional and behavioral disorders (E/BD) and academic difficulties in mathematics. All three students demonstrated an increase in their math accuracy following the implementation of the academic strategy identified in this procedure. The results of this study suggest that the academic strategy identification procedure can identify efficient and appropriate individualized academic strategies for students with E/BD and that such academic strategies can increase the percentage of accurate math responses.
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